Digital proficiency and interpersonal skill development: A comparative study of female high school students in Saudi Arabia and Egypt

Abstract

This study aimed to investigate the proficiency levels of digital and interpersonal skills among female high school students in the Kingdom of Saudi Arabia (KSA) and Egypt. A total of 181 students from KSA and 146 from Egypt were surveyed using validated Likert-scale measures. The research examined various facets of digital skills, including device proficiency, information literacy, digital communication, and content creation, as well as relational abilities such as decision-making, authenticity, leadership, and interpersonal communication. The results revealed that both groups demonstrated strong digital skills (M = 4.19) and interpersonal skills (M = 4.16), with significant positive correlations across the assessed dimensions (p < .01). Interestingly, Saudi students significantly outperformed their Egyptian counterparts in most skill areas, with t-scores ranging from 1.745 to 4.506 (p < .05 to < .001), except for communication skills, where no significant difference was found (t = .956). These findings suggest that differing approaches to digital integration in educational contexts can shape students’ experiences and competencies, influenced by cultural factors. To prepare students comprehensively for their future academic and professional endeavors, it is recommended to adopt a balanced approach that nurtures both technological proficiency and relational skills in the high school curricula of both countries.